Abstract:
In every marriage, conflict is unavoidable. Exposure to interparental conflict,
particularly when it is frequent and prolonged, it is a very upsetting life stressor for children
and adolescents. Self-regulation is the self-directive process through which learners transform
their mental abilities into task related skills and it’s a very important quality for academic
achievement. Academic achievement is important during late childhood and early adolescence
because accomplishment, or relative lack thereof, during this developmental transition is a
precursor to future academic and occupational endeavors. The purpose of this study to examine
the relationship between interparental conflicts and adolescent’s academic self-regulation in
some selected secondary school of Jimma town. The study employed a cross-sectional survey
research design in which data were collected from adolescents aged 14 to 21 years.Simple
random sampling technique was employed to select research participants. Data was collected
by using a pre-tested structured questionnaire from April 15, 2021 to May 15, 2021 and entered
to EpiData version 4.6.0.4 then exported to SPSS version 25 software package for analysis.
According to the result of this study, an increase in interparental conflict (frequency and
intensity) was linked to a low academic self-regulation. There is a significant negative
relationship between self-blame and academic self-regulation (r (409) -.152, p = .002). This
meant, an increase in self-blame was linked with low academic self-regulation. According to the
result of multivariable logistic regression, the frequency of exposure to interparental conflict,
self-blame due to exposure to interparental conflict and autonomy support were significant
independent predictors of low academic self-regulation. Finally, conclusions and
recommendations were forwarded basedon the findings of the study.
